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Summary

KEY MESSAGE: This newly revised "Measurement and Evaluation in Physical Education and Exercise Science," Fifth Edition continues to bridge the gap between theory and practice by examining measurement and evaluation techniques in a variety of activity settings from coaching and teaching to adult education and community programs. KEY TOPICS: Introduction to Measurement and Evaluation, Linking Program Development with Measurement and Evaluation, Basic Statistics, Criteria for Test Selection, Alternative Assessment, Measuring Health-Related Physical Fitness and Physical Activity, Measuring Psychomotor Skills, Measuring Cognitive Knowledge, Measuring Affective Behaviors, Grading, Using Self-Evaluation to Improve Instruction, Measurement and Evaluation in Activity Settings. MARKET: For all readers interested in measurement and evaluation in physical education.

Table of Contents

Preface

xix

Introduction to Measurement and Evaluation

1

(22)

Definitions of Test, Measurement, and Evaluation

3

(2)

Test

3

(1)

Measurement

4

(1)

Evaluation

4

(1)

Relationships Among Test, Measurement, and Evaluation

5

(1)

Historical Perspective

5

(4)

1860--1900

5

(1)

1900--1940

6

(1)

1940--1980

7

(1)

1980--Present

8

(1)

Current Trends

9

(7)

Public Health Initiatives

9

(1)

Increased Accountability for School-Based Programs

10

(4)

Alternative Assessments

14

(1)

Rapid Technological Advances

14

(1)

Continued Growth of Activity-Based Programs

15

(1)

Use of Systematic Observation Instruments

16

(1)

Uses of Measurement and Evaluation in Physical Education

16

(4)

Student Performance

17

(1)

Teacher Performance

18

(2)

Uses of Measurement and Evaluation in Nonschool Settings

20

(1)

Summary

20

(1)

Discussion Questions

21

(1)

References

21

(1)

Representative Readings

21

(2)

Linking Program Development with Measurement and Evaluation

23

(15)

The Four Learning Domains

25

(3)

Health-Related Physical Fitness Domain

25

(1)

Psychomotor Domain

25

(1)

Cognitive Domain

26

(1)

Affective Domain

27

(1)

Needs Assessment

28

(1)

Program Development

29

(7)

Step 1: Establishing a Program Philosophy

30

(2)

Step 2: Developing Program Goals

32

(1)

Step 3: Planning Program Activities

33

(1)

Step 4: Delivering the Program

34

(1)

Step 5: Evaluating and Improving the Program

35

(1)

Summary

36

(1)

Discussion Questions

37

(1)

References

37

(1)

Basic Statistics

38

(45)

Levels of Measurement

40

(2)

Nominal Level

40

(1)

Ordinal Level

40

(1)

Interval Level

41

(1)

Ratio Level

42

(1)

Displaying Your Data

42

(1)

Frequency Distributions

42

(3)

Simple Frequency Distribution

42

(1)

Grouped Frequency Distribution

43

(2)

Graphical Representation of Data

45

(4)

Symmetry and Skewness

48

(1)

Descriptive Statistics and the Normal Curve

49

(1)

Measures of Central Tendency

49

(4)

Mode

49

(1)

Median

50

(1)

Mean

50

(3)

Measures of Variability

53

(6)

Range

53

(1)

Variance

53

(2)

Standard Deviation

55

(4)

Properties of the Normal Curve

59

(1)

Standard Scores

60

(7)

Percentile Rank

60

(1)

Z-Scores

60

(5)

T-Score

65

(2)

Correlation and Regression

67

(1)

Correlation

67

(4)

Spearman Rho Rank-Order Correlation

69

(1)

Pearson Product-Moment Correlation

70

(1)

Regression

71

(3)

Multiple Correlation/Regression

74

(1)

Inferential Statistics

75

(1)

Tests for Differences Between Groups

75

(4)

t-test for Independent Samples

76

(2)

t-test for Dependent Samples

78

(1)

Analysis of Variance (ANOVA)

79

(1)

One-Way Analysis of Variance

79

(1)

Two-Way Analysis of Variance

80

(1)

Computer Applications

80

(1)

Summary

81

(1)

Discussion Questions

81

(1)

References

82

(1)

Representative Readings

82

(1)

Criteria for Test Selection

83

(21)

Validity

84

(2)

Face Validity

84

(1)

Content Validity

85

(1)

Construct Validity

85

(1)

Concurrent Validity

85

(1)

Predictive Validity

86

(1)

Reliability

86

(3)

Test-Retest Reliability

87

(1)

Alternate Form Reliability

87

(1)

Split-Half or Odd-Even Reliability

88

(1)

Objectivity

89

(1)

Validity, Reliability, Objectivity in Alternative Assessments

89

(1)

Relationship Between Validity, Reliability, and Objectivity

90

(1)

Administrative Concerns in Test Selection

90

(7)

Relevance

91

(1)

Educational Value

91

(1)

Economy

92

(1)

Time

92

(1)

Enjoyment

93

(1)

Norms

93

(1)

Discrimination

94

(1)

Independence

95

(1)

Gender Appropriateness

95

(1)

Reliance on Another's Performance

96

(1)

Safety

96

(1)

Testing Large Groups

97

(1)

Ease of Scoring, Interpreting, and Reporting

97

(1)

Planning Test Administration

97

(5)

Securing Materials and Preparing the Testing Area

98

(1)

Knowledge of the Test

99

(1)

Recording the Scores

99

(1)

Training Testers

100

(1)

Practicing Test Items

100

(1)

Warming Up

101

(1)

Standardized Instructions

101

(1)

Converting, Interpreting, and Evaluating the Results

101

(1)

Summary

102

(1)

Discussion Questions

103

(1)

References

103

(1)

Representative Readings

103

(1)

Measuring Health-Related Physical Fitness and Physical Activity

104

(67)

Physical Activity and Physical Fitness

106

(1)

Components of Health-Related Physical Fitness

107

(1)

Testing Children and Youth in Schools

108

(2)

Considerations About Fitness Testing

110

(4)

Process or Product

110

(1)

Factors in Fitness Test Performance

111

(1)

Normative Data

111

(3)

Measurement of Heath-Related Physical Fitness in School Settings

114

(5)

Measuring Body Composition

114

(2)

Measuring Cardiorespiratory Fitness

116

(1)

Measuring Flexibility

116

(2)

Measuring Muscular Endurance

118

(1)

Measuring Muscular Strength

118

(1)

Test Batteries for School Settings

119

(13)

President's Challenge

119

(1)

FITNESSGRAM

120

(12)

Testing Students with Disabilities

132

(1)

FITNESSGRAM Modifications for Special Populations

132

(1)

Brockport Physical Fitness Test

133

(1)

Measuring Physical Activity of Students

133

(2)

Testing Adult Populations

135

(1)

Purposes of Adult Fitness Testing

135

(1)

Pre-Exercise Testing Considerations

135

(3)

Pre-Exercise Health Evaluation

135

(2)

Fitness Testing Order

137

(1)

Measurement of Health-Related Physical Fitness

138

(22)

Measuring Body Composition

138

(3)

Measuring Cardiorespiratory Fitness

141

(12)

Measuring Flexibility

153

(2)

Measuring Muscular Endurance

155

(2)

Measuring Muscular Strength

157

(3)

Health-Related Fitness Testing Batteries for Adults

160

(6)

ACSM Fitness Testing Battery

160

(1)

YMCA Physical Fitness Test Battery

161

(1)

Fitness Battery for Older Adults

161

(5)

Testing Special Populations

166

(1)

Measuring Physical Activity of Adults

166

(1)

Summary

166

(1)

Discussion Questions

167

(1)

References

168

(2)

Representative Readings

170

(1)

Measuring Psychomotor Skills

171

(80)

Considerations for Testing

174

(2)

Uses of Psychomotor Tests

176

(2)

Testing Skill-Related Physical Fitness

178

(1)

Components of Skill-Related Physical Fitness

178

(15)

Measuring Agility

179

(6)

Measuring Balance

185

(2)

Measuring Coordination

187

(3)

Measuring Speed and Reaction Time

190

(3)

Test Batteries to Measure Skill-Related Physical Fitness

193

(13)

North Carolina Motor Fitness Battery

194

(6)

Texas Physical Motor Fitness/Developmental Tests

200

(6)

Test Batteries for Students with Disabilities

206

(8)

Motor Fitness Test for the Moderately Mentally Retarded

206

(3)

Test of Gross Motor Development---2

209

(5)

Testing Specific Sport Skills

214

(1)

Team Sports

215

(17)

Measuring Baseball/Softball Skills

215

(3)

Measuring Basketball Skills

218

(5)

Measuring Football Skills

223

(3)

Measuring Soccer Skills

226

(3)

Measuring Volleyball Skills

229

(3)

Individual and Dual Sports

232

(11)

Measuring Badminton Skills

233

(3)

Measuring Golf Skills

236

(2)

Measuring Racquetball Skills

238

(1)

Measuring Tennis Skills

239

(4)

Using Alternative Assessments

243

(1)

Summary

243

(1)

Discussion Questions

244

(1)

References

244

(3)

Representative Readings

247

(4)

Measuring Cognitive Knowledge

251

(25)

Measuring Cognitive Achievement

253

(2)

School Settings

253

(2)

Nonschool Settings

255

(1)

Planning the Written Test

255

(6)

Matching Test Items to Objectives

255

(1)

Taxonomy of Educational Objectives

256

(2)

Table of Specifications

258

(3)

Selection of Test Items

261

(6)

True/False

262

(1)

Matching

263

(1)

Multiple Choice

263

(1)

Completion Items

264

(1)

Short-Answer Questions

265

(1)

Essay

265

(2)

Administering the Written Test

267

(2)

Assembling the Test

267

(1)

Giving the Test

268

(1)

Grading the Test

268

(1)

Testing Students with Disabilities

268

(1)

Analyzing the Test

269

(4)

Quantitative Item Analysis

269

(3)

Qualitative Item Analysis

272

(1)

Sources for Test Questions

273

(1)

Summary

274

(1)

Discussion Questions

274

(1)

References

275

(1)

Representative Readings

275

(1)

Measuring Affective Behaviors

276

(37)

Data Gathering and Analysis

279

(6)

Likert Scale

279

(1)

The Two-Point Scale

279

(2)

Semantic Differential Scale

281

(1)

Uses of Attitudinal Scales

282

(1)

Problems Associated with Attitudinal Testing

283

(1)

Using Alternative Assessment Strategies

283

(2)

Measuring Attitude Toward Physical Activity

285

(7)

Attitude Toward Physical Activity

285

(2)

Children's Attitude Toward Physical Activity

287

(1)

CSAPPA: Children's Self-Perception of Adequacy in and Predilection for Physical Activity